NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1153831
Record Type: Journal
Publication Date: 2017-Aug
Pages: 19
Abstractor: As Provided
ISSN: EISSN-1072-4303
Teacher Perception of Cultural Difference in L2 Materials: Is Filtering Culture the Right Approach?
Hermessi, Tarek
TESL-EJ, v21 n2 Aug 2017
With the emergence of the intercultural approach to L2 teaching, several studies investigated teachers' attitudes and beliefs concerning the cultural dimension of L2 teaching in different foreign language settings. This study explored teachers' perceptions of the relationship between teaching English and culture in Tunisia, an EFL setting where the culture of L2 teachers is assumed to be distant from the "English" culture. It also enquired into Tunisian teachers' approach to culturally different teaching materials. The study revealed that although most Tunisian teachers thought that English cannot be taught without culture, some of them approached cultural content with apprehension to the point that they expressed a readiness to filter and drop any aspect of the "English" culture that is incompatible with the local culture. In practice, the teachers in the study had varied understandings of intercultural communicative competence on the one hand and the socio-pragmatic and the socio-semantic dimensions of communicative competence on the other. In light of these results, it can be argued that teacher attitudes and beliefs concerning the cultural dimension of L2 teaching and their approach to culturally different content are a function of two factors: (1) distance between L2 culture and teacher culture defined in religious, moral and political terms and (2) teacher awareness of the intercultural approach to L2.
TESL-EJ. e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Tunisia
Grant or Contract Numbers: N/A